2:15 p.m. Portfolios and interactive questionnaires. Michael D. Fried*, University of California, Irvine
(897-98-166)
2:45 p.m. Introductory college mathematics: The critical filter for the majority. Marilyn E. Mays*, North Lake College
(897-98-585)
3:15 p.m. Trigonometry on the Ferris wheel: A constructivist approach to the circular functions. Dan Fendel*, San Francisco State University and Interactive Mathematics Program
(897-97-272)
3:45 p.m. Developing electronic games for math exploration. Maria M. Klawe*, University of British Columbia
(897-98-713)
4:15 p.m. What about the top 20%? H. Wu*, University of California, Los Angeles
(897-98-07)
4:45 p.m. Project NExT: New experiences in teaching. James R.C Leitzel, University of Nebraska, Lincoln
Christine Stevens*, Saint Louis University
(897-98-320)
5:15 p.m. How can I start implementing the mathematics education reform? Jose H. Giraldo*, Texas A & M University-Corpus Christi
(897-98-633)
5:45 p.m. The role of junior faculty members in calculus reform. Camille A. McKayle*, Lafayette College
(897-98-1249)
2:15 p.m. Education at the Geometry Center. Harvey B. Keynes*, University of Minnesota, Minneapolis
(897-98-167)
2:45 p.m. The designing stage for developing preservice mathematics courses for future mathematics and science specialists, grade 5-8. Genevieve M. Knight*, University of Maryland, College Park
(897-98-584)
3:15 p.m. Calculus reform at Kent: Structure and evaluation. Robert E. Powell*, Kent State University, Kent
(897-98-618)
3:45 p.m. Michigan's minority graduation rates in science, engineering, and mathematics: The effects of an emerging scholars program. Richard O. Hill, Jr.*, Michigan State University
(897-98-480)